ALEX Resources

Narrow Results:
Lesson Plans (4) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (13)


ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] ALA (4) 6 :
6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
Subject: English Language Arts (4), or Social Studies (4)
Title: Slavery: The Act of Buying, Selling, and Gifting Humans
Description:

Through this lesson, students will explore primary sources related to the buying and selling of human beings for the purpose of slavery. Students will analyze receipts from stores and discuss what they demonstrate about modern society. Students will then analyze the language and iconography used in bills of sale pertaining to the buying and selling of slaves in the 19th century. The students will write a paragraph to compare and contrast the items from both eras.

This lesson was created in partnership with the Alabama Department of Archives and History.




   View Standards     Standard(s): [ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[SS2010] ALA (4) 4 :
4 ) Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.

•  Identifying natural resources of Alabama during the early nineteenth century
•  Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names
[ELA2021] (4) 9 :
9. Accurately interpret general academic and domain-specific words and phrases.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
Subject: English Language Arts (4), or Social Studies (4)
Title: A Natural Attraction: The Natural Resources of Alabama During the Early Nineteenth Century
Description:

This lesson looks at the natural resources that drew settlers to Alabama. Students will explore the 1818 letter from Joseph Noble to his friend, Samuel B. Bidgood, describing the town at Tuscaloosa Falls.  Students will explain ideas within this historical text based on specific information presented in this primary source.

Follow-up lesson - Alabama: A Boundless Field of Speculation


This lesson was created in partnership with the Alabama Department of Archives and History.




   View Standards     Standard(s): [ELA2021] (4) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[SS2010] ALA (4) 3 :
3 ) Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama.

Examples: social—adoption of European culture by American Indians, opening of Alabama land for settlement

political—forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency

economic—acquisition of tribal land in Alabama by the United States

•  Explaining the impact of the Trail of Tears on Alabama American Indians' lives, rights, and territories
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (4) 41 :
41. Present an opinion orally, sequencing ideas logically and using relevant facts.

a. Express appropriate and meaningful responses to questions posed by others.
Subject: English Language Arts (4), or Social Studies (4)
Title: The Negotiators - Land Of No Return
Description:

The lesson content is connected to Alabama Course of Study SS2010 (4) which will explain why significant leaders of the Creek War disrupted the Alabama Creek Indian Headsmen and the government. The disruption would be solved through negotiation. The negotiating Creek Indians did not obtain full restoration of their land, however, they did accept a compromise.

This lesson was created in partnership with the Alabama Department of Archives and History.




   View Standards     Standard(s): [ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[SS2010] ALA (4) 4 :
4 ) Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century.

•  Identifying natural resources of Alabama during the early nineteenth century
•  Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names
Subject: English Language Arts (4), or Social Studies (4)
Title: Alabama: A Boundless Field of Speculation
Description:

This lesson looks at the natural resources that drew businesses to Alabama. Students will explore the adapted 1820 letter from Mason and Dexter in Cahaba, Alabama to Richards and Simmons in Cumberland, Rhode Island.  Students will explain ideas within this historical text based on specific information presented in this primary source.

This lesson can be used as a stand-alone or can follow A Natural Attraction: The Natural Resources of Alabama During the Early Nineteenth Century

This lesson was created in partnership with the Alabama Department of Archives and History.




ALEX Learning Activities  
   View Standards     Standard(s): [ELA2021] (4) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (5) -6 :
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (4 - 5)
Title: Reading Poetry Aloud: Ickle Me, Pickle Me?
Description:

Students will use the poem "Ickle Me, Pickle Me, Tickle Me Too" from Where the Sidewalk Ends by Shel Silverstein to compare a silent reading of a poem to an animated audio version read by the author. They will compare their thoughts about which experience they enjoyed more and then discuss their conclusions with a seat partner. The teacher will then lead a whole class discussion comparing the two experiences. 

This activity was created as a result of the DLCS COS Resource Development Summit.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] MUS (3) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: Arts Education (3 - 5), English Language Arts (3 - 5)
Title: Jazz Music, Dance, and Poetry
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/jazz-music-dance-and-poetry/
Description:

In this 3-5 lesson, students will explore jazz music and dance, then write a jazz-inspired cinquain poem. They will build their background on the history of jazz and its use of improvisation to demonstrate jazz dance movements. 



   View Standards     Standard(s): [SS2010] GHS (3) 12 :
12 ) Explain the significance of representations of American values and beliefs, including the Statue of Liberty, the statue of Lady Justice, the United States flag, and the national anthem.

[SS2010] ALA (4) 14 :
14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy
•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights
[SS2010] USS5 (5) 11 :
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
[ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 39 :
39. Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation.

a. Avoid plagiarism by using their own words and utilizing digital sources ethically.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
[ELA2021] (5) 37 :
37. Write about research findings independently over short and/or extended periods of time.
Subject: Social Studies (3 - 5), English Language Arts (3 - 5)
Title: Storytelling in the Social Studies Classroom
URL: http://readwritethink.org/classroom-resources/lesson-plans/storytelling-social-studies-classroom-928.html
Description:

In this unit, students tell their own stories and explore the stories of other Americans. Hearing and telling these stories helps students realize that social studies is not simply the study of history, but an exploration of real people and their lives. Students begin by telling stories about their personal experiences. They then explore the character traits that promote democratic ideals and tell stories about family members who exemplify these traits. Finally, they conduct research and share stories about famous Americans. Practiced skills include reading, researching, visually representing, writing, and presenting.



   View Standards     Standard(s): [ELA2021] (3) 11 :
11. Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 25 :
25. Explain how the form of a poem contributes to its meaning.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 5 :
5. Demonstrate fluency when independently reading, writing, and speaking in response to grade-level literary and informational text, including stories, dramas, poetry, and cross-curricular texts.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Creating Classroom Community by Crafting Themed Poetry Collections
URL: http://readwritethink.org/classroom-resources/lesson-plans/creating-classroom-community-crafting-391.html
Description:

Students begin by brainstorming types of poetry, then examining themed poetry collections to find examples. They create a working definition of poetry that they will revisit throughout the unit. Next students reexamine the collections, identifying what the poems have in common and generating a list of characteristics of thematic poetry collections. Students then begin work on their own poetry collection. In each session, they read, analyze, and write a different form of poetry, including diamante, cinquain, 5W, Bio, I Am, Name, Acrostic, Limerick, and Two-Voice poems. In some forms, they write about themselves, and for others, they interview and write about a classmate, but all the poems follow the theme of "getting to know each other". Throughout the process, students complete a checklist to organize and track what they learn about poetry forms and elements of poetry. Graphic organizers are included for each poetic form.



   View Standards     Standard(s): [ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Leading to Great Places in the Elementary Classroom
URL: http://readwritethink.org/classroom-resources/lesson-plans/leading-great-places-elementary-12.html
Description:

A story's lead begins the reader's adventure, yet it can just as likely end that odyssey if those opening words do not immediately interest the reader. This lesson examines examples of leads in children's literature, focusing on strategies such as setting, action, character, reflection, event, and dialogue in a shared reading experience. Students rank several leads from novels as they are read aloud and discuss their rankings. They then generate different leads for a read-aloud book in the classroom, using different strategies for each. Finally, they write or revise a lead in one of their pieces of writing.



   View Standards     Standard(s): [ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 22 :
22. Describe literary elements within a story, including setting, plot, characters, and themes.

a. Describe in detail the characters' behavior, emotions, and traits and explain how their actions influence events in the story.

b. Explain how the characters' actions and dialogue contribute to the meaning of the story.

c. Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage.

d. Compare and contrast the themes, settings, and plots from two texts.
[ELA2021] (3) 26 :
26. Use text comparisons (text to text, text to self, and text to world) to make meaning.

a. Use prior knowledge to determine similarities between texts they are reading and texts they have previously read.

b. Compare different versions of the same story.
[ELA2021] (3) 38 :
38. Compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 15 :
15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

a. Identify and explain attitudes and influences of multiple characters within a text.

b. Explain how the main character changes throughout the story, using explicit evidence from the text.

c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 19 :
19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Examining Plot Conflict Through a Comparison/Contrast Essay
URL: http://readwritethink.org/classroom-resources/lesson-plans/examining-plot-conflict-through-802.html
Description:

Students explore picture books to identify the characteristics of four types of conflict: character vs. character, character vs. self, character vs. nature, and character vs. society. Next, students write about conflict in their own lives and then look for similarities among all the conflicts shared by the class, ultimately classifying each conflict into one of the four types. Finally, after investigating the compare and contrast format, students conclude with a compare and contrast essay that focuses on two conflicts—one from their own experience and one from a picture book or story that they have read.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 13 :
13. Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
[ELA2021] (3) 17 :
17. Use grade-level academic and domain-specific vocabulary in writing.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 14 :
14. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
[ELA2021] (5) 41 :
41. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
Subject: English Language Arts (3 - 5)
Title: Using Word Storms to Explore Vocabulary and Encourage Critical Thinking
URL: http://readwritethink.org/classroom-resources/lesson-plans/using-word-storms-explore-886.html
Description:

During this lesson, students are introduced to the concept of working dogs and how they help society. Students read a variety of texts, learn relevant vocabulary, participate in purposeful writing, and are encouraged to share their perspectives. An inquiry model called POWER is used, in addition to a vocabulary strategy called Word Storms, which is designed to help students speak and write critically about the texts they read. Most of the resources for the lesson are found online.



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

[ARTS] VISA (6) 2 :
2) Formulate an artistic investigation and discovery of relevant content for creating art.

Example: Make, share, and revise a list of ideas and preliminary sketches.

[ELA2021] (3) 27 :
27. Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

Examples: personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, simile
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (4) 16 :
16. Describe how authors use literary devices and text features to convey meaning in prose, poetry, and drama.

a. Identify clues in the text to recognize implicit meanings.

b. Apply prior knowledge to textual clues to draw conclusions about the author's meaning.

c. Make an inference about the meaning of a text and support it with textual evidence.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 19 :
19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
[ELA2021] (6) 4 :
4. Describe the use of literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood, and indicate how they support interpretations of the text.
Subject: Arts Education (3 - 6), English Language Arts (3 - 6)
Title: Color My World: Expanding Meaning Potential Through Media
URL: http://readwritethink.org/classroom-resources/lesson-plans/color-world-expanding-meaning-30559.html
Description:

This lesson is not about markers over pencils; it is about developing a relationship between students and media and how such nurtured connections can support students' ideas in what they write and how they write it. Through in-class discussions about writing/drawing materials and carefully observing how an illustrator uses media to communicate ideas, students will see how materials can extend knowledge. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can (and should be) adapted for older students.



   View Standards     Standard(s): [ELA2021] (3) 24 :
24. Identify the text structures within literary and informational texts.

a. Explain how the structures, including comparison and contrast, sequence of events, problem and solution, and cause and effect, contribute to the meaning of the text, using textual evidence.
[ELA2021] (3) 38 :
38. Compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.
[ELA2021] (4) 23 :
23. Evaluate how text features and structures contribute to the meaning of an informational text.

a. Identify and describe the structures within a text, including description, comparison and contrast, sequence, problem and solution, and cause and effect.

b. Interpret information from text features in both print and digital formats.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 24 :
24. Determine and evaluate the effectiveness of digital and print text features and structures, including comparison and contrast, problem and solution, and cause and effect.

a. Identify various text features used in diverse forms of text.

b. Compare and contrast the overall structure of events, ideas, concepts, or information in multiple texts.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Exploring Cause and Effect Using Expository Texts About Natural Disasters
URL: http://readwritethink.org/classroom-resources/lesson-plans/exploring-cause-effect-using-925.html?tab=3#tabs
Description:

Expository texts are a key component of literacy but often do not get introduced to students until the later grades. This lesson helps third- through fifth-grade students explore the nature and structure of expository texts that focus on cause and effect. Students begin by activating prior knowledge about cause and effect; the teacher then models discovering these relationships in a text and recording in a graphic organizer the relationships that the class finds. Students work in small groups to apply what they learned using related books and then write paragraphs outlining the cause-and-effect relationships they have found.



   View Standards     Standard(s): [ELA2021] (3) -1 :
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 33 :
33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.
[ELA2021] (3) 34 :
34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.
[ELA2021] (4) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (4) 35 :
35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.
[ELA2021] (4) 36 :
36. Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.
[ELA2021] (5) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
[ELA2021] (5) 34 :
34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
[ELA2021] (5) 35 :
35. Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.
Subject: English Language Arts (3 - 5)
Title: Blending Fiction and Nonfiction to Improve Comprehension and Writing Skills
URL: http://readwritethink.org/classroom-resources/lesson-plans/blending-fiction-nonfiction-improve-262.html
Description:

This lesson supports the use of a text set (paired fiction and nonfiction texts on a similar topic) to increase student interest in and understanding of content area material and to develop critical writing skills. The more familiar format of narrative fiction introduces the topic and generates confidence in exploring the less familiar genre of nonfiction. Students then demonstrate what they have learned about the topic and about text genres by writing an original piece that blends together narrative and expository elements.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 18 :
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry
URL: http://readwritethink.org/classroom-resources/lesson-plans/peace-poems-picasso-doves-93.html
Description:

This lesson supports third through fifth-grade students as they apply think-aloud strategies to reading, as well as to the composition of artwork and poetry. Activities include collaborative as well as individual work. Technology tools are integrated as students research symbols of peace and as they prewrite, compose, and publish their poetry.



   View Standards     Standard(s): [ELA2021] (4) 5 :
5. Demonstrate fluency when reading grade-level text and when responding through writing or speaking.
[ELA2021] (4) 14 :
14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) 5 :
5. Demonstrate fluency when independently reading, writing, and speaking in response to grade-level literary and informational text, including stories, dramas, poetry, and cross-curricular texts.
[ELA2021] (5) 16 :
16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (4 - 5)
Title: Guided Comprehension: Monitoring Using the INSERT Technique
URL: http://readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-monitoring-using-230.html
Description:

While students in grades 4–6 often have the necessary skills to decode words, they sometimes struggle with comprehending the words they have read. In this lesson, students use the INSERT (Interactive Notation to Effective Reading and Thinking) technique to help them monitor their own thinking and make connections between texts and their own experiences. Students begin with an introduction to the strategy and a teacher-directed demonstration of the strategy using a text about mummies. Students are then given an opportunity to practice the strategy in small groups and reflect on the benefits of the INSERT technique. In subsequent sessions, students are divided into three instructional-level groups to practice using the strategy and participate in various writing and reading activities.



   View Standards     Standard(s): [ELA2021] (3) -3 :
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
[ELA2021] (3) 42 :
42. Write poetry or prose in response to visual images to interpret their meanings.
[ELA2021] (4) -2 :
R5. Identify and explain literary devices in prose and poetry.
[ELA2021] (4) 25 :
25. Explain how the form of a poem contributes to its meaning.
[ELA2021] (4) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
[ELA2021] (5) -2 :
R5. Identify and explain literary devices in prose and poetry.
[ELA2021] (5) 32 :
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Subject: English Language Arts (3 - 5)
Title: Reading, Writing, Haiku Hiking! A Class Book of Picturesque Poems
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/reading-writing-haiku-hiking-1072.html
Description:

Using One Leaf Rides the Wind by Celeste Davidson Mannis as an introductory text, students learn to identify elements of haiku poetry. Students go on a class hike to observe nature in their own neighborhood and collect "picturesque" words in their writer's notebooks. They explore syllable counts in their word collections and use descriptive words to compose an original haiku. Students then use print and online resources to locate facts for informational notes on the topics of their poems. Finally, students work collaboratively to publish their poetry and notes in an illustrated class book.



ALEX Classroom Resources: 12

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